Word: status
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...Most people were happy with the status quo,” said R. Scott Falk ’85, who served on the 1985 Committee on Housing. “The evidence showed that, by and large, students didn’t want change...
Entering such a setting as an outside observer provides a new perspective on the apparent ridiculousness of some status-determining customs in a closed system. Exam questions at St. Stephen’s, for instance, came from a short list approved 20 years ago by the central University of Delhi administration: Students pre-prepared long strands of factual regurgitation by photocopying and memorizing past students’ answers. But even more than a custom’s ridiculousness, the outside perspective allows one to synthesize the way in which an insider glimpses such ridiculousness and yet works within the rules...
...upshot, however, is that the fundamental status contest is the same in each place, and the game’s conventions are arbitrary. The options at Harvard for charting a future path, choosing a field of study, or even balancing extra-curricular activities with unstructured time present themselves within certain constraints—rules of the game—that would not always make sense to those viewing from an outside frame of reference. Take, for instance, the incredulity outside the “Harvard bubble” at attempts to explain that going into finance is viewed here...
...January, President Obama noted, “Here’s my assessment of not just the vote in Massachusetts, but the mood around the country: The same thing that swept Scott Brown into office swept me into office.” The public is unhappy with the status quo and is looking to new people and new modes of political organization that can embody and effect democratic change. Clearly the traditional models—oriented around the state or the market—have been incomplete. Participatory democracy offers us a solution that goes beyond the traditional dichotomy...
Schools built by small, grass-roots NGOs operate on the inverse theory of change, striving to revolutionize the local status quo rather than affect national or global change. Usually rural instead of urban and almost always consistent with government standards, schools built by organizations like Achieve-in-Africa, BuildAfrica, Ripple Africa, and Schools-for-Africa are intensely local, both in terms of curriculum and culture. Such schools do not guarantee a college education; they simply equip girls to maximize their impact in their hometowns by holding jobs outside the home and ensuring the education of the next generation of girls...